Konservatuvar Şan Anasanat Dalı Öğrencilerinin Covid-19 Sürecinde Piyano Ve Eşlik Derslerine İlişkin Görüşleri

Bu çalışmanın amacı, Covid-19 döneminde konservatuvarda öğrenim gören öğrencilerin çevrimiçi uzaktan eğitimde, piyano ve eşlik derslerine ilişkin görüş ve deneyimlerini incelemektir. Araştırmada veriler konservatuvarlarda öğrenim gören öğrencilerle, yapılan yarı yapılandırılmış görüşmeler aracılığıyla elde edilmiştir. Yapılan içerik analizi sonucunda piyano ve eşlik derslerinin doğası gereği çok önemli bir unsuru olan senkronizasyon unsurunun çevrimiçi eğitimde sağlanamaması sebebiyle, internet bağlantısı ve senkronizasyonun en çok soruna sebep olduğu, bunun yanı sıra beden dili, jest ve mimikleri okuyamamanın, piyano ve eşlik eğitiminde en olumsuz faktörler olduğu sonucuna ulaşılmıştır. Çevrimiçi eğitime ilişkin en olumsuz eleştirinin, piyano ve eşlik derslerinde çevrimiçi eğitimin etkili olamayacağı, en olumlu görüşün ise sınavların ses ve video kaydına bağlı olarak değerlendirilmesi olduğu görülmektedir. Araştırma sonuçlarına göre, teknik altyapının geliştirilmesi, müfredatın güncellenmesi, artırılmış gerçeklik uygulamalarıyla çevrimiçi öğrenme ortamının desteklenmesi önerilebilir.

Anahtar Kelimeler:

Müzik eğitimi, Piyano eğitimi, Eşlik eğitimi, Uzaktan eğitim, Çevrimiçi eğitim, Acil uzaktan öğretim

Conservatory Voice Department Students' Opinions on Piano and Accompaniment Courses in The Covid-19

The aim of this study is to determine the views of the students studying in Conservatory Classical Western Music singing departments about online distance education piano and accompaniment lessons, which were switched to emergency online education during the Covid-19 period. This study is a qualitative study and has a phenomenological design. The data in the research were obtained through a semi-structured interview technique with a form created with open-ended questions created by the researcher within the framework of the literature. According to the content analysis, internet connection and synchronization cause the most problems due to the fact that synchronization, which is a very important element of piano and accompaniment lessons by nature, cannot be provided in online education. In addition, it is seen that not being able to read body language, gestures and facial expressions are the most negative factors in piano and accompaniment education.The most negative criticism about online education is that online education cannot be effective in piano and accompaniment lessons, and the most positive opinion is that the exams are evaluated based on audio and video recordings. As a result of this qualitative research, it can be recommended to develop the technical infrastructure, update the curriculum, and support the online learning environment with augmented reality applications

Keywords:

Music education, Piano education, Accompaniment education, Online education, Emergency online education,

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